The purpose of this study was to determine whether a school-based emotion regulation group program or a community-based emotion regulation group program for children in grades one through six identified as at risk for emotional and behavioral problems is most effective in improving student functioning. Outcome measures included emotional awareness, emotional coping, expression management, self-efficacy with regard to managing emotions, self-esteem, academic performance, and behavioral infractions within the school system. Longitudinal data were analyzed using a repeated measures ANOVA and showed that the programs were equally effective in teaching children emotion regulation skills. For the most part, this learning was sustained at one-year and two-year follow-ups. (Contains 5 tables.)